Join us for this free virtual session as we wrap up our summer and prepare for the new academic year.
We invite educators teaching this fall to bring their FLO (Facilitating Learning Online) or FLIP (Facilitating Learning in Person) design challenges to this 90-minute virtual coaching circle. In this session, participants will learn to use John Whitmore’s GROW model to ask questions as a way of supporting colleagues’ or students’ growth. 
The GROW model is an easy way to introduce coaching by using a framework to identify and set goals (G), reflect on the current reality (R), revisit options and opportunities (O), and set out with a plan that will (W) be done to achieve goals.
Participants will have the opportunity to practice this new learning in a facilitated coaching circle, where instructional challenges are brought forward and peers offer reflective questions to help find solutions.
Note: We use the GROW model of coaching at BCcampus to help each other work through challenges!
Register Now!
This session will not be recorded.
About the Facilitators
Robynne Devine (she/her) is the Senior Project Manager of the Project Management Office at BCcampus. Robynne holds a Master of Arts in Interdisciplinary Studies, specializing in leadership and organizational culture. In addition, Robynne designed and leads a peer coaching community of practice at BCcampus. When Robynne isn’t working she is likely cuddling with her dogs or playing with her grandson.
About the Event
Sharing facilitation strategies. Growing together.
You are invited to join our first ever “FLO Pod” (Practices of Online Development), a peer-led community of practice for FLO (Facilitating Learning Online) participants.
Building and expanding on the work of Matty Hillman’s BCcampus research fellowship, we invite you to join the BCcampus Trauma-Informed Post Secondary Community of Practice (CoP). Using the Trauma-Informed principles (Carello, 2021) as a foundation, each CoP/Pod meeting will provide space for information and discussion on trauma-informed teaching practices and perspectives.
As the Pod matures, we hope that hosting responsibilities will rotate among the members. This aligns with Wenger’s (1998) concept of a thriving CoP, where mutual engagement,shared responsibility, and the co-construction of knowledge are central. Inspired by models like the POD Network, the FLO Pod is uniquely focused on peer-led online facilitation, i.e., a peer-led space to grow. This is an open Pod, meaning participants can join any sessions that work for them, however, in order to build a supportive and cohesive group, we strongly encourage you to schedule the meetings in your calendar and attend as many as possible.
Sessions
Synchronous sessions will be held from 1:00–3:00 p.m. PST on the following Mondays:
– September 22
– October 6
– October 27
– November 17
– December 1
Register Now!
These sessions will not be recorded.
Registrants will be asked to create a SCoPE (Moodle account) where Pod resources will be shared.
References
Carello, J. (2020). TITL general principles 3.20. Trauma-Informed Teaching and Learning
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
About the Facilitator
Matty Hillman is a counsellor, instructor, and educational developer at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, trauma-informed post-secondary education, and radical youth work. Matty is a regular contributor to various BCcampus projects. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complementary practices create for empowerment, community building, and social justice advancements.
Event Description
Creating and selecting educational resources that centre equity requires intention and planning. Without this foresight, there is a risk of perpetuating biases and harm in both the field of study and society at large. This includes the potential for inaccessible content, offensive language, harmful stereotypes, and the undue promotion of dominant cultural norms, knowledge, and identities.
In this two-hour workshop, we will explore some harms that can be perpetuated through educational materials as well as frameworks that can help us resist that harm. We will then work together to develop an equity framework you can apply to your work.
Note: This workshop will include breakout rooms to allow for small group discussion and collaborative brainstorming. Anyone not comfortable with breakout rooms will be given the option to work on their own.
Registration Coming Soon
This session will not be recorded.
About the Facilitator
Josie Gray (she/her) is an advisor on the Open Education team at BCcampus, where she develops and implements projects, learning events, and initiatives that advance open education practices in the B.C. post-secondary system. Since 2016, Josie has been deeply involved in learning and instructing on accessibility best practices within open educational resources (OER). She has a Master of Design in Inclusive Design from OCAD University.
Event Description
Join us for a fun and energizing 90-minute Facilitating Learning Online (FLO) workshop to explore innovative course design ideas. Although EdTech and video games have vastly different audiences, they share many design principles that can drastically affect users’ wellness and success.
In this session, participants will:
– Hear stories of experience design fails and breakthroughs in the tech industry
– Inspect emotional and wellness effects of different digital experiences
– Explore lessons from the tech and game industry when designing courses for digital spaces
– Implement a design principle on your own courses
No previous gaming experience required!
Registration Coming Soon
This session will not be recorded.
About the Facilitator
Selina McGinnis (she/them) is a Product and Experience Designer in the tech industry, who has learned about how people engage with digital environments, including learning management systems, websites, apps, and even video games. They have worked in technology in B.C.’s post-secondary sector for over 10 years, solving student, administrator, and instructor challenges through technology products, services, and process design.